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Intercultural Literacy Dialogue: International Assessment Moderation in Early Childhood Teacher Education

Journal article
Authors Gwen Gilmore
Valerie Margarin
Elisabeth Mellgren
Published in Intercultural Education
Volume 31
Issue 4
ISSN 1467-5986
Publication year 2020
Published at Department of Education, Communication and Learning
Language en
Links https://doi.org/10.1080/14675986.20...
Keywords intercultural literacy, intercultural praxis, assessment moderation, curriculum, internationalisation, teacher educators’ reflexivity
Subject categories Pedagogy, Educational Sciences

Abstract

This research offers opportunities for intercultural dialogue of meaning-making in literacy by international early childhood, teacher educator (TE) staff, engaged with an assessment moderation process. The purpose of the dialogue was inform pedagogical and conceptual knowledge in their courses. The research question is how does intercultural dialogue inform TE literacy practices? Few studies offer the opportunities to examine literacy assessment across such diverse Western contexts as Sweden, New Zealand and Australia. Sweden and New Zealand are valuable early childhood in that they are both regarded as leaders in early childhood practices. Methods include a TE blind assessment review process using 30 examples from ‘high’ to ‘low’ exemplars of early childhood education (ECE) students’ literacy assessment annotations, some from each country,Textual analysis of intercultural student feedback by reviewing student forum comments and, semi-structured reflexive lecturer interviews on the assessment moderation process to elaborate on themes emerging from the paper. Literacy development contexts were examined and analysed against a moderation framework. Rich staff reflections have led to our recommendations that the conceptual framework of intercultural praxis could be applied in early childhood preservice teacher education practice (Sorrells 2016). Further, we suggest there are increased possibilities for the use of intercultural literacy to the attention of ECE preservice student teachers using virtual and explicit collaborations and texts as explained in this research.

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